Utilizing the Symbolic Cultural Theory as espoused by Deal and Kennedy (1982), Deal and Peterson (1999, 2016), Bolman and Deal (2003, 2013) and Harris (2005, 2015), this qualitative study explored how cultural symbols support academic and social needs of at-risk students in a selected alternative education setting. The study focused on the following elements of Symbolic Cultural Theory: vision and values; rituals and ceremonies; history and stories; architecture and artifacts; the cultural network; heroes and heroines; and special language. Purposeful sampling was used to select the alternative school and participants. Participants included students and staff associated with the school. Data were collected through interviews, observations, artifacts, and photographs. The review of literature outlines at-risk students' academic and social issues, which include difficulties with fitting in and adjusting to traditional school settings, special learning needs, and the role alternative education plays to support students. Findings from the study indicate that cultural symbols supported students at the school both academically and socially. The culture was supported by the interconnectivity and hierarchy of the cultural symbols, with vision and values playing a dominant role. All symbols worked together in a unified manner and played a valuable role in supporting at-risk students at the alternative school. The study findings could provide knowledge for educators to better support at-risk students in their education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]